Ohio University

Mathew Felton-Koestler

Mathew Felton-Koestler Profile Picture
Associate Professor
Teacher Education
McCracken Hall 309T

Dr. Mathew Felton-Koestler has a B.S. in Mathematics and Political Science, an M.S. in Education and Mathematics, and a Ph.D. in Curriculum and Instruction with a specialization in Mathematics Education from The University of Wisconsin—Madison. Dr. Felton-Koestler typically teaches courses in mathematics education for future teachers and doctoral students. His primary research focus is on issues of equity, diversity, and social justice in mathematics teacher education. He also studies mathematical modeling, especially of students’ out-of-school interests and of social justice issues, and Complex Instruction in mathematics education.

Most Recent Publications:

Felton, M. D., & Page, M. (2014). Preparing teacher leaders. Teaching Children Mathematics, 21(2), 92-99.

Koestler, C., Felton, M. D., Bieda, K., & Otten, S. (2013). Connecting the NCTM process standards and the CCSSM practices. Reston, VA: National Council of Teachers of Mathematics.

Felton, M. D. (2012). Test scores in the U.S.: Introducing the data to pre-service teachers. Teaching for Equity and Excellence in Mathematics 4(1), 7-14.

Felton, M. D. (2012, November). “After all, math was only numbers, right?” Transitions in teaches’ beliefs about equity. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, Michigan) (pp. 503-506). Kalamazoo, MI: Western Michigan University.

Felton, M. D., & Koestler, C. (2012). “Questions and answers can mean something”: Supporting critical reflection in mathematics education. In R. Flessner, G. R. Miller, K. M. Patrizio, & J. R. Horwitz (Eds.), Agency through teacher education: Reflection, community, and learning (pp. 25–35). Lanham, MD: Rowman & Littlefield.

Felton, M. D., Simic-Muller, K., & Menéndez, J. M. (2012). “Math isn’t just numbers or algorithms”: Mathematics for social justice in preservice K-8 content courses. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics teacher education in the public interest: Equity and social justice (pp. 231-252). Charlotte, NC: Information Age.

Knuth, E., Kalish, C., Ellis, A., Williams, C., & Felton, M. D. (2012). Adolescent reasoning in mathematical and nonmathematical domains: Exploring the paradox. In V. F. Reyna, S. B. Chapman, M. R. Dougherty, & J. Confrey (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 183–209). Washington, DC: American Psychological Association.

Millar, T., & Felton, M. D. (2011). The SCALE project: Field notes on a mathematics reform effort. In W. F. Tate, K. D. King, & C. R. Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 119-131). Reston, VA: National Council of Teachers of Mathematics.

Felton, M. D. (2010). Is math politically neutral? Teaching Children Mathematics, 17(2), 60-63.

Felton, M. D., & Nathan, M. (2009). Exploring Sfard’s commognitive framework: A review of Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing. Journal for Research in Mathematics Education, 5(40), 571-576.